Learning → Dr Jake Madden

The Role of Explicit Instruction in Modern Classrooms

Teaching is evolving. Schools today blend traditional methods with modern approaches to improve student learning. Explicit instruction in modern classrooms plays a key role in this shift. It provides clear, structured lessons that help students build essential literacy and numeracy skills.

Some believe that student-centred learning replaces explicit instruction, but that’s a misconception. In reality, they work best together. Explicit instruction in modern classrooms ensures students grasp core concepts first. This gives them the confidence to explore new ideas, ask questions, and think critically.

What Is Explicit Instruction?

Explicit instruction is a clear and direct teaching method. It focuses on step-by-step explanations, guided practice, and instant feedback. This helps students avoid confusion and gain a strong foundation before working independently.

Key Features of Explicit Instruction

Clear Learning Goals – Students understand what they are learning and why.
Step-by-Step Guidance – Lessons break down complex ideas into smaller, manageable parts.
Support and Practice – Teachers guide students before letting them work alone.
Immediate Feedback – Mistakes are corrected quickly to reinforce understanding.

These elements make explicit instruction in modern classrooms especially useful for subjects like reading, writing, maths, and science. When students start with strong basics, they are better prepared for higher-level thinking and problem-solving.

How Explicit Instruction Supports Student-Centred Learning

A common myth is that explicit instruction limits creativity. In fact, it empowers students by giving them the tools they need to explore, experiment, and collaborate.

Think of learning like building a house. Explicit instruction lays the foundation. Once students understand the basics, they can apply their knowledge in different ways, such as:

Project-Based Learning – Using skills to solve real-world problems.
Group Discussions – Engaging in meaningful conversations.
Inquiry-Based Learning – Asking questions and discovering answers.
Creative Problem-Solving – Thinking critically and testing ideas.

By combining explicit instruction with student-led learning, students develop independence while ensuring they don’t fall behind.

Long-Term Benefits of Explicit Instruction

The impact of explicit instruction in modern classrooms goes beyond academics. It helps students gain confidence and improve their ability to learn new skills.

Why It Matters:

Stronger Problem-Solving – A solid knowledge base helps students think logically.
Greater Confidence – Mastering core skills makes students feel capable.
Better Retention – Structured lessons help students remember what they learn.
Future-Ready Skills – A strong foundation prepares students for lifelong learning.

As education evolves, explicit instruction remains essential. It ensures that students have the knowledge and skills they need to adapt to new challenges.

Final Thoughts

Great teaching isn’t about choosing between explicit instruction and student-centred learning. The best classrooms use both. Explicit instruction in modern classrooms gives students the foundation they need to succeed. Once they have that, they can explore, create, and think independently.

By balancing structure and flexibility, we create an education system that supports students at every stage—helping them grow, adapt, and become lifelong learners.

Sharing Experiences and the Benefits of Attending Conferences

While the research may suggest attending one off conferences has negligible impact on teacher performance, there are some associated benefits.

Over the next few months I am looking forward to presenting at a couple of important conferences. In particular the following two (If you are attending one of these please come and say hello):

The first conference is the International Conference on Teaching, Education & Learning in Prague in June. My address is focusing on “Developing a Process for Data Driven Change to Impact Student Achievement and Build Teacher Capacity“. Schools have been caught up in responding to the calls of external accountability. This has challenged school leaders to establish data gathering practices that ultimately lend themselves to creating school wide instructional systems to impact teaching and learning and offer a consistent instructional approach. This presentation outlines how our school established a data driven approach to improve teacher performance. This is being achieved by focusing on key elements from research literature as a catalyst for driving new innovation. In the presentation I share how a data driven focus (DDF) allows leaders to intentionally and systematically improve student learning. The presentation begins by unpacking the need to understand how leaders create the foundation to develop a DDF as a vehicle to facilitate information about student achievement within the school. The second part of the presentation presents the change process to implement DDF as guided by key elements. Being a data-focused school is a possibility for each and every school.

The second one is the 2019 IB Global Conference in Abu Dhabi in October. Here I am sharing insight into how our school is building staff aptitude and competence to positively impact student achievement levels. It is evident that we are teaching and learning in an age of scrutiny in school performances. With the growth in national and international attention to key benchmarking programs including PISA and TIMSS, the expectation (and dare I say competition) between governments, educational agencies and the wider public arena, to raise their performance scores, has had an inhibiting impact upon schools. A natural consequence of playing in this space is leading schools to becoming more focused on being evidenced based. This has seen an increasing focus on the collection of assessment data as well as other performance measures. The view is that such information is analysed leading to more informed (instructional) data driven decision making processes. It is this scrutiny of data that has, as John Hattie has proclaimed, firmly placed teachers under the microscope. The focus on role of the teacher in leading school improvement has gained momentum. Teachers are themselves, being more reflective and collecting more data to help them make more informed decisions. The underlying premise is that at school, the teacher is the single most powerful influence on student achievement. However, the problem is nested in the lack of skills teachers have in this area of actively engaging in data use to drive instruction. Many teachers, particularly those that have completed their undergraduate studies a number of years ago, have not had much engagement or professional development in this arena. Which leads me to the crux of the presentation? How does an effective school use data driven decision making to enhance teacher performance; thus leading to improved student outcomes?

Although the research indicates that attending “one off” conferences does not have significant impact upon sustainable learning I’d like to offer the following benefits:

Opportunity to meet like minded educationalists: When you attend a conference you often build meaningful (and at times long lasting) relationships. Everyone attending has something shared experiences. After all, schools have many things in common with each other.
Stay Up To Date with Latest Thinkers: Listening to speakers share their knowledge and experience helps to keep you abreast of key educational trends and directions. Taking notes will help to revisit the multitude of content offered and will allow you to reflect more critically after the conference is over. Besides, sometimes its great to meet the authors of the material you are reading..
Making Connections: Getting inspiration from people that will help you in your own workplace is one of the positive benefits of attending conferences. Listening and learning about what others are doing and then considering how their learnings can assist you in the work you do is invaluable. Maybe you can grab their business cards and send them a note afterwards, just in case you didn’t get an opportunity to ask a question.
Share Ideas and Solutions: Making meaning out of material shared at conferences is one of the key points of attending. While at the conference, with the advent of social media, tweeting, live blogging, posting to Instagram and any other social networks that you associate with, is useful in sharing your new knowledge and experiences. After the conference you could share your learning by creating videos of the presentations you thought were particularly valuable, provide a quick overview of some key points at your next staff meeting, share information about any interesting contacts you met. Education is a collaborative enterprise and you can contribute to the learning of others via some of these easy activities.

Attending conferences, whether for professional or personal development, should be a worthwhile experience. Don’t forget to experience the extra curricular activities that often go hand in hand with conferences. Your time shouldn’t be all work and no play!

7 Ways to Support Your Professional (Educational) Reading

Every effective teacher wants to be a better practitioner tomorrow than they are today. They are always looking to improve. While attending conferences and workshops, undertaking courses or joining a professional association are helpful activities to develop your prowess as a teacher, the reading of academic journals and educational texts/books is a good way to meet your own learning needs.

Professional reading for teachers is one of the simplest ways to improve practice. Great teachers want to be better tomorrow than today. Courses and conferences help, but reading gives you steady, low-cost learning. It also lets you choose what you need, when you need it.

If you struggle to find time, you are not alone. The goal is not to read everything. The goal is to build a habit that supports your classroom work.

Why professional reading for teachers matters

Reading keeps your thinking fresh. It helps you test assumptions and sharpen decisions. It also gives you practical strategies you can try the next day.

It works best when you read with a clear link to your pupils. That link might be engagement, behaviour, SEN support, questioning, or assessment. When the reading connects to a real problem, you are more likely to act.

Professional reading for teachers: 7 habits that work

1) Set clear targets

Choose a realistic target for a term or semester. Start small so you can win early. For example, one article a week or one book each half term.

Write your target down and review it monthly. Adjust if your workload changes. Consistency matters more than volume.

2) Schedule a regular reading time

Put reading into your week like any other priority. Fifteen minutes is enough to keep momentum. The best time is the one you can repeat.

Try common “anchor” times, such as:

before breakfast
during your commute
after a staff meeting
after dinner, before screens

3) Keep a live reading list

Your day-to-day teaching throws up questions. Capture them as they appear. This makes your reading purposeful, not random.

Use a note on your phone or a small notebook. Add topics like SEN strategies, learning centres, feedback, or questioning. When you next browse a journal or bookshop, you will know what to look for.

4) Read with a purpose, then take action

Before you start, write one question you want answered. While you read, take short notes. Keep them simple so you will use them later.

Aim to leave each reading session with:

one idea to try this week
one question to discuss with a colleague
one quote or model worth saving

5) Join or start a school book club

Reading is easier when others expect you to show up. A book club creates gentle accountability. It also turns reading into shared practice.

Keep it light and consistent. Meet for 30 minutes every two to three weeks. Choose short chapters or one article at a time.

6) Write about what you read

Writing helps you think clearly. It also helps you remember and apply ideas. You do not need to publish in a journal to benefit.

Try one of these formats:

a short reflection for your team
a one-page summary with “what I will try”
a quick post on your staff platform or blog

7) Keep a book with you

Carry a book, or carry access to one. Reading moments appear in small gaps. Waiting rooms, trains, and quiet mornings add up over time.

Use what fits your life:

a paperback in your bag
an e-reader app on your phone
an audiobook for walks and commutes
a podcast linked to your current topic

A simple weekly routine you can start now

Keep it easy for the first four weeks. Pick one topic, one text, and one time. Then repeat.

Monday: 15 minutes reading
Wednesday: 10 minutes notes and one action step
Friday: share one idea with a colleague
Next week: try the idea in one lesson

Professional reading for teachers works when it becomes normal. Start small, stay steady, and connect reading to real classroom choices. Over time, you will build both knowledge and confidence.

Professional Development is a Key Indicator of School Success

The role of the teacher is key to student success and that is why leaders spend plenty of time developing and engaging in professional development. Teacher PD is pivotal to school success. What does professional learning look like in your school. This 90 second clip gives insight to what teachers can expect at mine.

Michael Fullan in his unpublished paper, Learning is the Work, states that learning on the job, day after day, is the work teachers need to be committed to. With the mover towards collaborative learning and the fact fact that teachers learn best from their colleagues, the provision of a job embedded professional development program to foster teacher development is a must.

School principals take on the school leadership with a commitment to helping the school improve. A key mechanism for this is teacher professional development. How a leader approaches PD for teachers should be a consideration for teachers when looking for new positions!

Preparing For A New Year? Technology or Innovation or Do What We Did Last Year

How will you start the new year? Will you provide the same learning experience as last year or do you have some new initiatives to experiment with?

Seymour Papert in 1993 was quoted as saying “Nothing is more absurd than an experiment to place computers in classrooms where nothing else has changed”.

Technology has certainly evolved in the proceeding years with the influence of smart phones, interactive software and the connectivity and accessibility of the internet enabling teachers to be more creativity and innovative in the delivery of learning. At their fingertips, teachers are providing blended learning experiences, offering opportunities to both consolidate as well as extending students’ (and their own) learning. Providing a more personalized and targeted learning experience is now being seen as an important strategy for the effective teacher.

There has been many changes to the resources at our fingertips to value add to the learning experience which brings me back to Seymour’s quote. Simply providing new resources, technology will not in itself make sustained improvement in student learning. As George Couros’ recent tweet ponders, is simply placing the latest technology in the classroom innovative practice?

There needs to be a change in pedagogy, the way the teacher delivers the learning. Instructing the same way, doing the same thing, albeit with different resources, will not have the required impact. Simply replacing traditional classroom furniture with contemporary furniture may look different but if the teacher is still standing and delivering content, not much will change for the student. However, the adoption of an inquiry pedagogy with a collaborative expectation, peer to peer engagement and an engaging assessment approach will.

There will be plenty of teachers trying not to reinvent the wheel by utilizing last years units of work. While this is a useful beginning point, how they meet the needs of their new students will be the focus of the effective teacher.

How will you prepare for the new year? What are you going to do differently this year to improve your teaching and make sustained learning gains for your students?

The Greatest Gift Teachers Can Give Students

Students of the 21st century are constantly defined as being techno savvy and engaged in the digital world. Perhaps as Vicktor Frankl, a renowned psychiatrist explains in a 1972 presentation, our greatest gift as a teacher is to not only recognise the student’s search for meaning but help them become who they want to be.

This focus on learning is further explored in Sir Ken Robinson’s presentation at the 2010 TED conference. In the presentation Sir Ken discusses the need to transform learning to meet the needs of the digital learners. (His wristwatch reference is a clear example of what schools need to address when planning elearning experiences).

The greatest gift a teacher can give students is the provision of a personalised learning environment. Knowing that all children learn differently, at different times and in different circumstances. it is important that our schools create the conditions that engages all students in their learning.

…..and this is not an easy task!

From the Industrial Age to the Conceptual Age

During this winter break I have revisited one of my favourite books “Drive” by Daniel Pink. Published in 2011, the book provides insight into how to create high performance and increase satisfaction (at work, at school and at home). He puts forward the case for the human element (motivation) and our need to “direct our own lives, to learn and create new things, and to do better by ourselves and our world”.

Over the winter break, I revisited one of my favourite books: Drive by Daniel Pink. Published in 2011, it remains a relevant and powerful guide to understanding what truly motivates us. Whether in schools, workplaces, or homes, Pink’s message is clear: real performance comes from within.

“The secret to high performance isn’t rewards and punishments—but our deep-seated desire to direct our own lives, to learn and create, and to do better by ourselves and our world.” — Daniel Pink

What I Took Away (Again)

Revisiting Daniel Pink’s Drive reminded me just how crucial it is for educators and leaders to align learning and leadership with intrinsic motivation. Here are some key takeaways from my latest read-through:

1. Prepare Students for Their Future, Not Our Past

Education must evolve. We should be teaching the thinking, creativity, and adaptability that modern professions demand—not just repeating what worked for us decades ago.

2. Right-Brain Thinking Is Essential

Pink argues that right-brain skills including creativity, empathy, big-picture thinking are no longer optional. In a world reshaped by:

Asia (global competition)
Automation (software replacing analytical work)
Abundance (access to more than we need)

…it’s right-brain qualities that create differentiation and value.

3. Move Beyond Rote Learning

The future belongs to those who can ask better questions, not just give the “right” answers. Student voice, inquiry, and curiosity must sit at the heart of our pedagogy.

4. Arts Are No Longer Optional

From writing and music to visual storytelling, the arts have shifted from “nice to have” to fundamental. They unlock critical thinking, communication, and cross-disciplinary fluency.

5. Rethink Metrics

How do we measure creativity? Collaboration? Empathy? The call is clear. We need new success indicators that go beyond grades and standardised tests.

6. STEM Needs to Be More Than Technical

Yes, we need Science, Technology, Engineering, and Maths, but we also need to combine it with:

Design thinking
Artistic creativity
Communication and ethical reasoning

This is where STEM becomes STEAM and gains real relevance.

Implications for School Leadership

As leaders, we need to pause and ask: what motivates our staff and students? Pink’s framework, autonomy, mastery, and purpose isn’t just good theory. It’s practical. It’s implementable. And it should inform how we structure our professional development, design school improvement plans, and foster school culture in the year ahead.

Beyond Ken Robinson’s 2006 TED Talk

A recent professional conversation with a small group of staff members on what makes an outstanding school led to the realisation that next year will see the 10th anniversary of the Ken Robinson’s TED talk on changing educational paradigms. Given the focus on a technological revolution coupled with Mark Treadwell’s explanation of the paradigm shift in education we are experiencing right now in his text Whatever!: School Version 2.0 and other leading educationalists purporting the need to transform education systems the question seems to be lost in translation…. Has learning been transformed?

A recent staff discussion on what makes a school outstanding led to an unexpected milestone: next year marks a decade since Sir Ken Robinson’s now-iconic TED talk on changing educational paradigms. His call to rethink learning systems felt urgent at the time. Ten years later, we’re still asking—has learning been transformed?

Leading thinkers like Mark Treadwell, in Whatever!: School Version 2.0, described a clear educational shift aligned with the technological revolution. Others echoed the same message: schooling must change. But outside of isolated examples, where is that shift visible? Has anything truly changed at scale?

Are We Still in the Factory Model?

Despite bold reforms and increased attention to school improvement, the dominant system still leans heavily on standardised tests. The debate continues about their impact on learners, teachers, and long-term outcomes. At the same time, “personalised learning” is a phrase that pops up often in professional development. But is it more than a workshop slide? Has it become embedded practice, or is it just branding?

Walk into many classrooms and you may still find timetables, compliance, and bells dictating the pace of learning. Has the classroom really broken free from its industrial roots?

Revisiting the Call to Action

Perhaps it’s time to revisit Robinson’s message. His talk wasn’t just about innovation. It was about relevance, engagement, and recognising that learning is not a one-size-fits-all process. The conversation has never been more important, yet we still face the risk of talking the talk without walking the walk.

If we’re serious about transformation, we must ask more than whether we’ve changed the tools. We must ask if we’ve changed the experience for learners, not just leaders.

The Role of Teachers as Researchers in Student Success

As a principal focused on improving student learning I was heartened by the recent presentations at the Dubai International Education Conference recently held at Al Ghurair University, Dubai. With the key message that the teacher is the centre of improving student attainment, the various keynote and concurrent presentations offered insight into the effective impact of the role of the “Teacher as researcher.”

The teacher as researcher can be distinguished from their colleagues as they attempt to better understand their TEACHing practice and how it impacts upon their students. In researching the relationship between teaching and learning the teacher researcher actively contributes to the conversation of what makes a difference to student learning. This is an evidenced based process and involves reflective inquiry, working in collaboration with other teachers, their students, parents and the community.

Interpreting real time data, analysing the data and them making informed decisions based upon this information is pivotal to improving the school outcomes. The challenge is ensuring that all schools improve. However, as shared by Professor David Lynch (Southern Cross University):

“It is interesting to note that the latest figures released by the Knowledge and Human Development Authority (Dubai’s education authority) show that the number of private schools in Dubai will reach 250 by the year 2020 or 16 per year. There are currently 169 private schools in Dubai as of last year, but this number will increase by almost 50% in the next six years to accommodate the projected 50% increase in student population from the current 243,000 level to 366,000 by 2020 or by 24,000 per year. One of the big challenges for the UAE is to prepare or engage enough teachers to meet this demand profile.”

With the rapid increase in the number of schools in Dubai to meet the increasing demand and the KHDA prescribed inspection process identifying what makes an “outstanding school” on what constitutes an outstanding school will continue to create much debate. To help foster the dialogue perhaps our latest publication “Creating the Outstanding School” will help.

Hiring School Leaders Who Drive Change

The international school sector is an exciting playground for not only honing leadership skills but acquiring new ones. It is at this time of year when the focus begins to look at recruitment; both retaining and employing new staff. Classroom teachers, middle management leaders and even principals are at the mercy of interview panels.

But what do you look for when appointing? For me, regardless of the position we need to fill, I look for leadership qualities. Someone who will make a difference. I’m not looking for puppets who do move when strings are pulled. I need decision makers, innovators, creative thinkers and risk takers. I want someone who wants to make a difference and have the evidence to show they can.

I was once called a “Maverick” by an employer and I took that as a compliment even though I knew it was meant as a slur on my leadership. The connotation was that my visioning, decision making or leadership was being a principal that was independent, unorthodox or not in keeping with what other principals were doing. Therefore I was out of line. The message given clear; I was suppose to follow, not lead.

I was heartened when I stumbled across the thoughts of Kim Williams, the Australian Media Executive and Composer, in his autobiography. His views on leadership and the role of leaders moving their organisations struck a chord with me .

What resonates is his interpretation of and the confusion surrounding “busy” people. Too often leaders are busy doing “things” (managing) rather than building the path towards improvement (leadership). This is particularly important at the classroom level. You don’t want doers following, you want leaders acting, diagnosing, planning and intervening in the teaching/learning.

If you want improvement to be a key outcome then the need to appoint a leader rather than a manager, at any level of the organisation, is pivotal to your school’s success.

Key Leadership Lessons for School Principals

As we begin a new year and having just completed my first term as the principal of an international school, I have, like many leaders, taken time to reflect on my learning. While not outlining the circumstances that lead to the learnings, I offer the following few points for your consideration.

As we step into a new year, I find myself reflecting on my first term as the principal of an international school. Like many leaders, I’ve learned valuable lessons along the way. While the circumstances behind these insights may differ, the lessons themselves are universally relevant for school leadership.

Here are five key leadership lessons for principals that can help guide a successful school year.

1. Do the Tough Things First

Mark Twain once said:

“Eat a live frog first thing in the morning and nothing worse will happen to you the rest of the day.”

As a school leader, energy levels diminish as the day unfolds. It’s best to handle difficult tasks, critical decisions, and tough conversations early in the day—while your mind is fresh and focused.

2. Set Clear Goals and Reinforce Them Often

A school’s success depends on clear, precise goals. Whether you are a new principal or continuing in the same school, ensuring everyone is aligned with the vision is crucial.

📌 Leadership tip:
✔ Regularly communicate school goals in meetings
✔ Reinforce objectives through staff discussions and professional development
✔ Align daily decisions with the bigger school vision

3. Manage Your Time—Avoid Constant Email Distractions

Many school leaders pride themselves on responding to emails all day long. However, frequent email interruptions reduce productivity and take focus away from critical leadership tasks.

📌 Leadership tip:
✔ Designate specific times for checking and responding to emails
✔ Encourage staff to use face-to-face discussions for urgent matters
✔ Focus on high-impact leadership activities

4. Be Kind—Your Staff Needs Guidance and Support

Teachers, like students, seek affirmation, guidance, and constructive feedback. As an instructional leader, success comes from:
📌 Providing clear direction for teachers
📌 Recognising and celebrating staff achievements
📌 Offering meaningful support and mentorship

Great leaders build strong relationships, making schools positive, thriving communities.

5. Students Are Students—Everywhere

Regardless of location, students share common traits—they are curious, eager to learn, and thrive in supportive environments. A principal who listens to students gains valuable insights into school culture and climate.

📌 Leadership tip:
✔ Take time to speak with students regularly
✔ Gather student feedback on learning experiences
✔ Balance staff perspectives with student insights

Embracing Leadership Growth

Each school has unique challenges and strengths. As leaders become immersed in the school’s culture and philosophy, their impact grows. Leadership is a journey of continuous learning.

As we begin a new school year, let’s embrace reflection, adaptation, and action to create meaningful change.

Happy New Year!

Transition Week

A positive part of being appointed as principal of a new school is not only the opportunity to build upon your current experience but also to learn new skills.

How you approach your new role will have lasting effects on your leadership influence. Reading the school culture incorrectly could put you on the back foot and inhibit the quality of your decision making.

For me, a necessary beginning point is to visit the new school. There is nothing more important than meeting the people you are going to work with, taking the opportunity to immerse yourself into the culture of the school and getting an intuitive feel for how things operate. Visiting the school allows you to begin to ‘get a handle’ on school logistics.

My recent “Transition Week” at dar al Marefa offered the unique opportunity to begin my leadership journey at the school on the right foot. While everyone will have a few tips for the new principal, after having had a few principal appointments over the years, I find the following four insights useful in shaping how you should approach your new appointment:

1. Understanding History. Beginning with previous school improvement plans a new principal can digest the thinking that has shaped the school to be what it is today. To make effective decisions, the new leader needs to know why things are the way they are. Take time to understand the traditions, celebrations and why things run the way they do.

2. Get to know your staff and school community. In the early stages, (commonly know as the honeymoon period), it is imperative to develop positive relationships with each member of the community. Don’t forget spending time in classrooms and the playground to get to know the students.

3. Get Learning. Discovering what you don’t know is a key task in the early days. Locating the paperwork should be an initial goal. Reading the paperwork is the next! Items from parent handbooks to teacher appraisal processes to curriculum expectations help to establish an understanding of the school and most importantly, the culture.

4. Gather relevant information to design a short term action plan. While the school may have an action plan, as a new leader you bring a new ‘vision’ to the school and, after listening and learning, you will begin to craft your own views on what ‘needs to be done’. Developing your own action plan will help to connect the dots and and allow you to focus on short achievable goals.

Everyone approaches their new appointment differently. Whatever action you take it is most important that the new leader enjoys coming to work each day. My transition week at dar al Marefa Private School was exciting and immensely interesting. Many people to meet, many things to take in! From any aspect my new appointment is going to be challenging and loaded with learning opportunity. I have no doubt I will enjoy coming to work each day.

Why I’m Leaving My Principalship for an International Role

After more than two decades as a school principal across three educational jurisdictions and two states in Australia, I’ve reached a personal and professional crossroads.

For the past ten years, I’ve had the privilege of leading a thriving school on the beautiful Mid North Coast of New South Wales. It’s a place I’ve poured my energy into, a place that has shaped me as much as I’ve shaped it.

The Plateau of Leadership

There’s a moment many leaders encounter: the plateau. When you’ve led long enough to know every corner of the school and every nuance of the community, routine can settle in. For some, it’s a signal to step aside and leave on a high before comfort replaces challenge.

For others, it’s a prompt to grow again.

The Personal Side of the Decision

As a lifelong learner, I’ve come to recognise a deeper need for challenge. That realisation hasn’t been easy. Like many who wrestle with major career decisions, my choice isn’t just about me. There’s a family to consider including children, mortgages, a spouse’s career, ageing parents, extended family, and friendships that anchor daily life.

When a school principal announces they’re leaving, people see only the surface. They ask, “What does this mean for us?” Fair question. But what often goes unseen are the long conversations, the weighing of costs and benefits, the hopes, fears, and practicalities that sit just below the surface like the iceberg beneath the waterline.

The Purpose of This Blog

With the full support of my family, I’ve decided to resign from my current principalship to take up an international leadership role in Dubai.

This blog will chronicle that transition, initially for my family, who will remain in Australia until our youngest completes the HSC in 2015. But it will also serve as a reflective outlet, a space to document the challenges, discoveries, and growth that come with stepping into the unknown.

Looking Ahead

I hope this space becomes more than a personal journal. Like other expat blogs I’ve followed, I hope it offers useful insight for educators, leaders, and anyone considering a leap into the next chapter.

Change is never simple. But growth rarely is.

What would it take for you to leave something successful in pursuit of something unknown? And if not now, when?